Showing posts with label #histocratsgaming. Show all posts
Showing posts with label #histocratsgaming. Show all posts

Friday, October 29, 2021

7 Questions with the Grand Tactician Team, Creators of The Civil War 1861 - 1865, A Real Time Civil War Strategy Game

 



The Grand Tactician team:

Oliver Keppelmüller (O), a treasury banker from Austria. He created a strategy game called The Seven Years War (1756-1763), alone, from scratch, releasing in late 2015. This game received 2 DLCs during 2016, expanding the battle game-play and adding a Swedish themed campaign of the Pomeranian War.

Ilja Varha  (I), a Finnish Army officer and a military history buff, ran into Oliver’s game while working for a gaming magazine as a freelance writer. Ilja, with a history of modding, wargaming and simulators, both entertainment and military use, got involved in Oliver’s project and designed the Pomeranian War DLC. It was after the release of this DLC that the seed for Grand Tactician was planted.

Peter Lebek (P) a Control Room Operator in the Chemical Industry in Germany, joined the team in 2017 plugging a gaping hole in the team’s line. Now we had a full-time artist to improve the game’s visuals, especially the UI. Peter was previously involved in the Europa Barbarorum II mod for Total War, creating units and coding.


Launch trailer

 




1.          How and when did you get  hooked on history?

O: Probably it started as I got my first LEGO castle.

I: Very early on, through computer games. I think it started with old WW2 fighter sims and later with strategy games such as Steel Panthers. 

P: I remember reading old books with beautiful paintings of medieval soldiers back in the days. Modelling was also one of my hobbies as a child, creating those old planes and building armies of model soldiers. I think here it started somehow.


2.          What role does history play or has it played in your personal life?

O: It was always fascinating for me to imagine how historical people felt in certain situations, eg. when a general realized he had failed, and what he learned from his past.

I: I read a lot, mostly about (military) history, modern studies or historical books by the people who witnessed or experienced it. 

P: It always catches my attention in every media and discussion. I can´t get enough of reading and learning from the past.


3.          How does history play a part of your professional life/career?

O: Not much until now ;-)

I: During high school I was thinking about going to study history in a university. But after I got into military service (which is compulsory in Finland), I decided to pursuit that career. I wrote my master’s thesis on military history. For all military people around the world, traditions are extremely important. Not only to know where you came from, but also to learn from. As a student of art of war, reading about history is very important. It’s a way of learning from other peoples’ experiences. 

P: Well, my plan was to studying history after school and it was actually the only subject I wanted to study. However, in the end, I decided to do something "meaningful" -- and go to work in the industry. History became a hobby. And through history, I started to create artistic content for historical games. The circle is now closed, I guess.






4.          Why is studying/knowing history important?

O: Knowing the past helps to understand the present.

I: People throughout the history have gone through similar situations as we go through today. It’s very important to learn from other peoples’ actions, the cause and effect of things in the past. It provides a compass to navigate the present, so to say.

P: History is repeating itself. And everything we saw in the past, we see again day by day.






5.          What is your favorite period or aspect of history to learn about and why?

O: Guess what: "The American Civil War", this because it was perfectly documented and one of the first conflicts that came to live through photos. Furthermore, strategies and technologies heralded the dawn of a new era in warfare.

I: Currently the time from the 17th century to 19th century. Warfare, social politics and life in general during that time is fascinating to me. 

P: I like every aspect of history and all eras. Not only the militaristic parts. Also socio-political, biographies or the everyday life of simple men 6000 B.C. But if you ask me to name one era, then it’s probably the time after Alexander's death and the Wars of the Diadochi, which was also my first project in art and history gaming. It´s incredibly interesting how different cultures melt together and the almost impossible task of controlling a huge empire without any modern ways of communication. 





6.        How difficult is it to create a game that balances history and playability or enjoyability?

O: Nearly impossible. Balancing between playability and historical accuracy is a thin red line. We tried to stay closer to historical accuracy but needed to rearrange a few topics in order for the game to stay enjoyable.

I: Very difficult. It’s always a trade off one way or another, and a compromise. Also in historical games players can cheat by knowing things they should now, if they try to immerse themselves in the game. For this reason, historical games as an art form are more like historical movies. They are created to entertain, they will cut corners and will provide a point of view maybe, but they never can convey the whole story, let alone truth. 


7.      Tell us about your upcoming release of Grand Tactician: The Civil War ? What sets it apart ?


I: The game is a huge project undertaken by a couple of guys. It’s our vision of a strategy game we wanted to play, but which did not exist before. The game has a campaign layer, where you manage your nation, the north or the south, during the American Civil War. When armies engage, you can fight the battles. It’s different from most other games in that it runs in real time and has realistic game mechanics like order delays. Most strategy games, especially in the grand strategic layer run turn-based. Real time allows more realism in military operations, as everything will have a delay. This means the player will have to plan ahead. 


In the game we also try to tell the story of the war in a bit different way, through period art, photographs and documentary style cutscenes where we use colorized period photos and epic re-enactment footage from LionHeart FilmWorks.








Friday, October 1, 2021

7 Questions with Mike Williams, Creator of History Battle Cards

 




Mike Williams is a 9th-year teacher in rural Iowa. Despite having to teach more than just social studies, history is a common thread that makes its way into most lessons, regardless of subject. A few years into his career, he started making History Battle Cards for his students and couldn't believe their response—they became obsessed! It was clear this was a way he could get students engaged. A little over 2 years ago, he made them available to the masses on Etsy to get them into more and more classrooms. You can find him on Instagram @HistoryBattleCards or visit his Etsy shop at https://www.etsy.com/shop/HistoryBattleCards .




1.      How and when did you get hooked on history?

This was tough to narrow down, but after some pondering I think I can identify 2 distinct times when history tightened its grasp upon my interest. The first was probably in elementary school/jr. high. For some reason (and this memory may feel more exaggerated than it truly was) it felt like we learned about the American Civil War 3 grades in a row. Like maybe 5th, 6th, and 7th grades all had units on the Civil War. Many of my classmates complained, but I loved it—I found it interesting especially because it was MY country, I could relate to that.
The second instance was a few years later in high school, probably 10th or 11th grade. I took an AP US History course and it was simply amazing. I had already liked to learn about the past, so it was fun to hit things more deeply like the Cold War and Civil Rights. But even more powerful was the way my teacher helped us to understand how tracing events from the past allowed us to see the evolution of our nation and how we arrived at current day. I was hooked for life.

2.      What role does history play or has it played in your personal life?

In my personal life history is always there in the passenger seat, ready to make an appearance if I run into another history nerd, or to help me decipher current events and relate them to the past. And of course with History Battle Cards being a big hobby of mine, I'm always pursuing more history in my free time to try to refine the collection.

3.      How does history play a part in your professional life/career?

It's huge. Outside of making it into a card game, history is everywhere in my classroom. History genuinely excites me, so I try to bring that excitement into as many areas as I can. As teachers, you have to fake it here and there—starting a lesson but not very excited about grammar or math or whatever the subject is? Doesn't matter, still have to try to get the kids to buy in and feel its importance. History lets me do this. I try to incorporate history and that genuine excitement into as many topics as possible, so students can feel the impact and hopefully engage.

4.      Why is studying/knowing history important?

Besides just being interesting and knowing about cool things that happened before our time, I think it's important to know where you came from. It's important to be able to look back and understand why things are the way they are, how fragments of our past are still embedded in the fabric of today.

5.      What is your favorite period or aspect of history to learn about and why?

This is hard because every time I dive deeper into a topic I feel like it becomes my favorite! However, after thinking hard about question #1, I have to go with either the American Civil War or the Cold War. Those really stand out to me because they happened at such formative times in my life, and also because of how greatly they influenced the evolution of America.

6.      How did you come up with the concept of History Battle Cards?

It was kind of lucky actually. It was 2016, I was teaching 4th grade, and the presidential campaign process was rolling. The Iowa caucuses were coming up which was all over local news, so my students were very curious. We did a few activities on the process and then a bit about how the actual presidential election works. After that, students were wondering about former presidents, so I started typing up short little snippets about each one that I was going to hand out. Like little cheat sheet things with basic facts. Well, shortly after I started working on that, there were projects hung in our hallway, one of which was a standard 8.5x11 inch piece of computer paper made into a giant playing card of George Washington complete with "moves" and HP. Golden light shone upon the paper as a heavenly chorus rang out and that was it—History Battle Cards were born. So really if it wasn't an election year and I hadn't seen that 3rd or 4th grader's project hanging in the hallway, who knows!
Anyway, I started just with presidents because that's who students were initially asking about, but when my kids went crazy over them I started plans for other figures beyond just American presidents. Since then, I've expanded the collection to over 170 cards and continued to refine their design—currently on their 6th iteration.




7.      How can History Battle Cards be used?

As a teacher, there is no wrong way to use HBC in your classroom, but here are a few main pillars of what it looks like in mine. I put cards in packs for kids to earn or "purchase" with our school's currency. Never know what you'll get in a pack—think about baseball cards, could be a star or could be a scrub, who knows! This adds tremendously to the excitement of opening them up. Kids collect cards, trade with classmates (at designated times), then every other month we take a couple hours in the afternoon to hold an HBC tournament, where students build a team and battle each other.
Year in and year out I'm absolutely flabbergasted at the student response. They are so interested in collecting new figures, and even though there isn't a ton of information on each card, the amount of retention of those basic facts is shocking.
It's become such a fun and easy way to get kids excited about history, at this point I just can't imagine my classroom without it!







 

Friday, August 27, 2021

7 Questions With Robin Hayutin, Executive Director of LearningPlunge

 


Robin Hayutin is a lawyer and an educator. After graduating from Duke Law School, she was a litigator for many years before pivoting to the education space. Robin served as Director of Legal Education for the Association of Corporate Counsel National Capital Region and now serves as Executive Director of LearningPlunge, a nonprofit organization with the mission to make education work not just for some – but for everyone! 

Links:
Website:  https://www.learningplunge.org/
To our shop: https://www.learningplunge.org/shop/
Kids Zone: https://www.learningplunge.org/kids-zone/
Teachers Corner: https://www.learningplunge.org/teachers-corner/
Guide to using HistoryPlunge in the classroom:
https://www.learningplunge.org/wp-content/uploads/2020/08/HistoryPlunge-In-the-Classroom-1.pdf
Instagram (a history quiz every day in our stories):
www.instagram.com/learningplunge



1.      How and when did you get hooked on history?

I got hooked on history in a roundabout way. We started out by producing a geography card game that had a little history in it. Then when we saw how engaged students playing that game were, we decided to produce a U.S. history game. As we researched for that game, I learned more and
more. The more I learned, the more connections I could make, and I just wanted to keep learning. And that continues to be my personal goal and our goal as an organization – to help others keep learning in fun and engaging way.

2.      What role does history play or has it played in your personal life?

History is a huge part of my personal life, as every day I am researching for social media posts, trivia challenges and new card games that we are producing. And nearly every day I learn something new.

3.      How does history play a part of your professional life/career?

I am a lawyer by trade, and since law is based on precedent, a subset of history has always been a part of my career. Now that I work full time running an organization that focuses on U.S. history, I am immersed in it every day.

4.      Why is studying/knowing history important?

History is important to understand how we got to where we are today. Understanding the debates that occurred during the formation and growth of our country helps us both appreciate the good things and also learn from past mistakes. Today, when election time comes, we decide whether to vote, when school starts, we go to our neighborhood schools. But we have these privileges because of trailblazers from history that paved the way, people who signed the Declaration of Independence, putting
their lives on the line, people who went to their neighborhood schools even though they knew each day would bring trauma so that they could be part of integration, people who risked jail by refusing to give up their seat on a bus, people who were arrested for voting because they felt so strongly that women should be able to vote. And there are thousands more examples. It is also important to know about and understand the debates that took place as our nation was formed, during the years leading up to
the Civil War, the post-Civil War and Civil Rights Movements. There are nuances to all of these eras, and knowing and understanding the history provides context as we move forward and shape new policies.




5.      What is your favorite period or aspect of history to learn about and
why?


I really don’t have a favorite period of history. My favorite aspect of history is learning how the different periods and events tie together.

6.         What is LearningPlunge and how did it get started?

We started out by creating a U.S. geography game called GeoPlunge. We took it into many classrooms of all kinds and noticed that the students loved playing. They were learning a ton and learning it quickly, but they didn’t see it as an educational game. They were just having fun. We
then started organizing multi-school tournaments in Washington, D.C. and attracted over 200 students each time. Many of these were held in the huge atrium at the Smithsonian’s National Portrait Gallery and the buzz in the room was amazing to see. We received teacher feedback that the
tournament was an equalizer. Students that were already engaged in school liked to play and so did those who were not normally interested in school. One teacher summed it up by saying that it gives students that do not usually shine an opportunity to shine. Because many of our
players came from low-income communities, we formed a 501(c)(3) so that we could marshal our sponsorships into providing free programming so that all schools and students could participate at no cost.

Since we were often at the National Portrait Gallery, we began talking to that organization about collaborating on a U.S. history game modelled after GeoPlunge that contained portraits and images from the museum’s collection - and the result was HistoryPlunge. HistoryPlunge is
comprehensive and can be played by younger students, older students, and adults. We are now working on additional games that take a deeper dive into aspects of history.

During the Covid pandemic, we pivoted and provided online GeoPlunge and HistoryPlunge Tournaments for students. We also started virtual monthly trivia nights for adults because we found that adults like to learn too while having fun.

    


7.      How are games helpful in teaching geography and history?

Games are helpful in teaching geography and history in so many ways. History often gets a bad reputation for being boring. Once students start having fun, they become engaged and want to learn more. Games change the way students view learning from something that is required,
to something that is desired.

Many students believe that they are not smart but when they play games with content, they tend to learn the content quickly and then they begin viewing themselves as smart. When teachers then teach history or geography in class, the students have a base knowledge and they become receptive and eager to learning more.

In addition to the content, our games are played in teams, so students learn together and work collaboratively, which they enjoy. The team nature also allows students to develop communication skills, leadership skills, teamwork skills, and we also stress sportsmanship. Our games
also involve strategy so that students learn to be creative and develop critical thinking skills.